Remote Communication: Communicating with Augmentative and Alternative Communication — City & Guilds Vocational Foundations for Learning

Augmentative and Alternative Communication (AAC) refers to methods and tools used to support or replace spoken language for individuals with communication difficulties. This Entry Level Certificate covers the fundamental principles of AAC, including low-tech options like picture boards and high-tech devices such as speech-generating apps. You will learn how AAC empowers individuals to express needs, share ideas, and build relationships, making it a vital skill in health, social care, and education settings.

The course is structured around practical understanding: you'll explore different types of AAC systems, how to select appropriate tools based on individual needs, and the role of communication partners in supporting AAC use. You'll also consider ethical issues like consent and confidentiality. This knowledge is directly applicable to roles in care homes, schools, or community support, where effective communication is key to person-centred care.

Mastering AAC at Entry 2 builds a foundation for further study in health and social care or specialist communication roles. It also develops transferable skills in empathy, problem-solving, and teamwork. By the end, you'll appreciate how AAC transforms lives by giving a voice to those who might otherwise be unheard.

• →AAC systems: low-tech (e.g., symbol boards, PECS) vs. high-tech (e.g., speech-generating devices, apps like Proloquo2Go).
• →Communication partners: how to model AAC use, wait for responses, and avoid interrupting the user.
• →Vocabulary selection: choosing core vocabulary (e.g., 'go', 'more') and fringe vocabulary (e.g., 'iPad', 'pizza') based on the user's environment and preferences.
• →Ethical considerations: ensuring the user's autonomy, privacy, and right to communicate in their preferred way.

• Award credit for demonstrating the ability to initiate and respond to a remote communication exchange using the preferred AAC method (e.g., text, voice output) with a known partner.
• Evidence must show consistent use of appropriate communication functions such as greeting, commenting, questioning, and closing during a social conversation.
• Look for the learner making or confirming an arrangement by providing two or more key details (e.g., time, place, activity) using their AAC system.
• Assessment should verify that the learner can independently manage the technical aspects of their AAC device or method for remote communication (e.g., opening the app, navigating to the conversation).

• 💡Practice remote interactions with known partners in the same familiar environment first to build confidence and fluency with the AAC system.
• 💡Prepare a 'script' or set of pre-stored messages for routine situations (e.g., arranging a meet-up) to speed up communication.
• 💡Always have a low-tech backup method (e.g., pen and paper, picture board) ready in case the high-tech AAC fails during assessment.
• 💡When describing AAC systems, always give a specific example (e.g., 'a symbol board with pictures of food') rather than just a general category. This shows applied understanding.
• 💡In exam questions about communication partners, mention the importance of 'wait time' – giving the user at least 10 seconds to respond. This is a key skill examiners look for.
• 💡For ethical scenarios, always refer to the user's rights (e.g., 'the user has the right to choose their own vocabulary') and link to person-centred care principles.

• Relying on the communication partner to lead or interpret most of the exchange, rather than generating original messages.
• Failing to pause and wait for the partner's response, leading to a one-sided or disjointed interaction.
• Not using social etiquette markers (e.g., 'hello', 'goodbye') appropriate to the medium.
• Overlooking device preparation (e.g., dead battery, no internet connection) which interrupts the communication attempt.
• Misconception: AAC is only for non-verbal individuals. Correction: AAC can also support those with unclear speech, language disorders, or temporary communication needs (e.g., after a stroke).
• Misconception: AAC hinders speech development. Correction: Research shows AAC can actually support speech development by reducing frustration and providing a model for language.
• Misconception: High-tech AAC is always better than low-tech. Correction: The best system depends on the user's needs, context, and abilities. Low-tech options are often more reliable and accessible.

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